The revised RSHE statutory guidance was published in July 2025 and came into force on 1 September 2026, a date confirmed by Keeping Children Safe in Education 2026, which calls it “revised for introduction September 2026” at paragraph 159. Below is every digital and online requirement it contains, in the guidance’s own words, with what this scheme does about each one.
Honesty note: a requirement is marked as taught only where a named module substantively teaches it, and every one of those claims is held to phrases that must appear in that module’s slides. Where a requirement is part taught, the row names the clause still missing. Where it is not covered, the row says so. This scheme is a digital literacy and online safety programme designed to sit inside your wider PSHE provision, not to replace it.
Source: Relationships Education, Relationships and Sex Education (RSE) and Health Education, Department for Education, July 2025 · Coverage last reviewed 2026-09-20
The 57 digital and online requirements of the statutory guidance, in its own words and its own order. All 57 are taught, and every one of those claims is held to phrases that must appear in the named module’s slides.
The guidance as a whole runs to 195 numbered items across 28 strands. This scheme is the digital literacy and online safety spine and covers the online part of it, never all of it. Every row below was checked against the words that are really on the slides, not against a module title.
That people should be respectful in online interactions, and that the same principles apply to online relationships as to face-to-face relationships, including where people are anonymous. For example, the importance of avoiding putting pressure on others to share information and images online, and strategies for resisting peer pressure.
Keeping Children Safe in Education 2026 is in force from 1 September 2026. Its four areas of online risk are content, contact, conduct and commerce (paragraph 165), and generative AI, misinformation, disinformation and conspiracy theories are named inside them: contact now covers “generative AI applications that simulate” harmful interaction, and conduct now covers explicit images “including those generated using AI”. Deepfakes are named separately, in the definitions and at paragraph 160, which sets out what a preventative education programme will tackle.
seeded in the early years, taught in full at KS3 and KS5
real and made up from Reception, the full treatment at KS3
The KCSIE and framework anchors each lesson carries, with its Education for a Connected World strands.
Generated live from the curriculum data on 14/10/2026. This document regenerates automatically whenever a module changes, so the printed copy in your file is always reproducible from the page.
KCSIE 2026 para 165 contact: peer-to-peer pressure
How to critically evaluate their online relationships and sources of information, including awareness of the risks associated with people they have never met. For example, that people sometimes behave differently online, including pretending to be someone else, or pretending to be a child, and that this can lead to dangerous situations. How to recognise harmful content or harmful contact, and how to report this.
KCSIE 2026 para 165 contact: adults posing as children or young adults with the intention to groom or exploit them
That there is a minimum age for joining social media sites (currently 13), which protects children from inappropriate content or unsafe contact with older social media users, who may be strangers, including other children and adults.
The importance of exercising caution about sharing any information about themselves online. Understanding the importance of privacy and location settings to protect information online.
Online risks, including that any material provided online might be circulated, and that once a picture or words has been circulated there is no way of deleting it everywhere and no control over where it ends up.
That the internet contains a lot of content that can be inappropriate and upsetting for children, and where to go for advice and support when they feel worried or concerned about something they have seen or engaged with online.
KCSIE 2026 para 165 content: being exposed to illegal, inappropriate, or harmful content
That for almost everyone the internet is an integral part of life. Pupils should be supported to think about positive and negative aspects of the internet.
Pupils should be supported to discuss how online relationships can complement and support meaningful in-person relationships, but also how they might be in tension, and the reasons why online relationships are unlikely to be a good substitute for high quality in-person relationships, looking at the pros and cons of different ways of using online connection.
The benefits of limiting time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing.
How to consider the impact of their online behaviour on others, and how to recognise and display respectful behaviour online.
Why social media, some apps, computer games and online gaming, including gambling sites, are age restricted.
KCSIE 2026 para 165 commerce: risks such as online gambling, inappropriate advertising, phishing and or financial scams
The risks relating to online gaming, video game monetisation, scams, fraud and other financial harms, and that gaming can become addictive.
KCSIE 2026 para 165 commerce: online gambling, phishing and or financial scams
How to take a critical approach to what they see and read online and make responsible decisions about which content, including content on social media and apps, is appropriate for them.
That abuse, bullying and harassment can take place online and that this can impact wellbeing. How to seek support from trusted adults.
KCSIE 2026 para 165 conduct: online bullying
How to understand the information they find online, including from search engines, and know how information is selected and targeted.
That they have rights in relation to sharing personal data, privacy and consent.
Where and how to report concerns and get support with issues online.
Rights, responsibilities and opportunities online, including that the same expectations of behaviour apply in all contexts, including online.
Online risks, including the importance of being cautious about sharing personal information online and of using privacy and location settings appropriately to protect information online. Pupils should also understand the difference between public and private online spaces and related safety issues.
The characteristics of social media, including that some social media accounts are fake, and / or may post things which aren’t real / have been created with AI. That social media users may say things in more extreme ways than they might in face-to-face situations, and that some users present highly exaggerated or idealised profiles of themselves online.
KCSIE 2026 para 165 content: misinformation, disinformation (including fake news)
Not to provide material to others that they would not want to be distributed further and not to pass on personal material which is sent to them. Pupils should understand that any material provided online might be circulated, and that once this has happened there is no way of controlling where it ends up. Pupils should understand the serious risks of sending material to others, including the law concerning the sharing of images.
KCSIE 2026 para 165 conduct: making, sending and receiving explicit images, including those generated using AI
That keeping or forwarding indecent or sexual images of someone under 18 is a crime, even if the photo is of themselves or of someone who has consented, and even if the image was created by the child and/or using AI generated imagery. Pupils should understand the potentially serious consequences of acquiring or generating indecent or sexual images of someone under 18, including the potential for criminal charges and severe penalties including imprisonment. Pupils should know how to seek support and should understand that they will not be in trouble for asking for help, either at school or with the police, if an image of themselves has been shared. Pupils should also understand that sharing indecent images of people over 18 without consent is a crime.
KCSIE 2026 para 165 conduct: explicit images, including those generated using AI; and the definition section, which states images may be digitally altered or wholly generated using artificial intelligence, including what are sometimes described as deepfakes or deep nudes
What to do and how to report when they are concerned about material that has been circulated, including personal information, images or videos, and how to manage issues online.
About the prevalence of deepfakes including videos and photos, how deepfakes can be used maliciously as well as for entertainment, the harms that can be caused by deepfakes and how to identify them.
KCSIE 2026 para 160: understanding online harms such as sharing images, the prevalence of deepfakes, pornography and misogynistic influencers and when and where to seek help
That the internet contains inappropriate and upsetting content, some of which is illegal, including unacceptable content that encourages misogyny, violence or use of weapons. Pupils should be taught where to go for advice and support about something they have seen online. Pupils should understand that online content can present a distorted picture of the world and normalise or glamorise behaviours which are unhealthy and wrong.
KCSIE 2026 para 165 content: racism, misogyny, antisemitism, radicalisation, extremism, extreme sexual or physical violence
That social media can lead to escalations in conflicts, how to avoid these escalations and where to go for help and advice.
How to identify when technology and social media is used as part of bullying, harassment, stalking, coercive and controlling behaviour, and other forms of abusive and/or illegal behaviour and how to seek support about concerns.
KCSIE 2026 para 165 conduct: online bullying; para 160: how to recognise and report concerns about an abusive relationship, including coercive and controlling behaviour
That pornography, and other online content, often presents a distorted picture of people and their sexual behaviours and can negatively affect how people behave towards sexual partners. This can affect pupils who see pornographic content accidentally as well as those who see it deliberately. Pornography can also portray misogynistic behaviours and attitudes which can negatively influence those who see it.
KCSIE 2026 para 160: pornography and misogynistic influencers; para 165 content: pornography
How information and data is generated, collected, shared and used online.
That websites may share personal data about their users, and information collected on their internet use, for commercial purposes (e.g. to enable targeted advertising).
KCSIE 2026 para 165 contact: commercial advertising; commerce: inappropriate advertising
That criminals can operate online scams, for example using fake websites or emails to extort money or valuable personal information. This information can be used to the detriment of the person or wider society. About risks of sextortion, how to identify online scams relating to sex, and how to seek support if they have been scammed or involved in sextortion.
KCSIE 2026 para 165 commerce: phishing and or financial scams
That AI chatbots are an example of how AI is rapidly developing, and that these can pose risks by creating fake intimacy or offering harmful advice. It is important to be able to critically think about new types of technology as they appear online and how they might pose a risk.
KCSIE 2026 para 165 contact: harmful online interaction with other users or generative AI applications that simulate this
About the benefits of limiting time spent online, the risks of excessive time spent on electronic devices and the impact of positive and negative content online on their own and others’ mental and physical wellbeing.
The similarities and differences between the online world and the physical world, including: the impact of unhealthy or obsessive comparison with others online (including through setting unrealistic expectations for body image); how people may curate a specific image of their life online; the impact that an over-reliance on online relationships, including relationships formed through social media, can have.
How to identify harmful behaviours online (including bullying, abuse or harassment) and how to report, or find support, if they have been affected by those behaviours.
KCSIE 2026 para 165 conduct: online bullying; para 160: the concepts of, and laws relating to all forms of sexual harassment, and abuse, and how to access support
The risks related to online gambling and gambling-like content within gaming, including the accumulation of debt.
KCSIE 2026 para 165 commerce: risks such as online gambling
How advertising and information is targeted at them and how to be a discerning consumer of information online, understanding the prevalence of misinformation and disinformation online, including conspiracy theories.
KCSIE 2026 para 165 content: misinformation, disinformation (including fake news) and conspiracy theories
The risks of illegal behaviours online, including drug and knife supply or the sale or purchasing of illicit drugs online.
KCSIE 2026 para 165 contact: adults posing as children or young adults with the intention to groom or exploit them for sexual, criminal, financial or other purposes
The serious risks of viewing online content that promotes self-harm, suicide or violence, including how to safely report this material and how to access support after viewing it.
KCSIE 2026 para 165 content: self-harm, suicide, extreme sexual or physical violence
The different types of bullying (including online bullying), the impact of bullying, responsibilities of bystanders (primarily reporting bullying to an adult), and how to get help.
KCSIE 2026 para 165 conduct: online bullying
The concept of privacy and its implications for both children and adults; including that it is not always right to keep secrets if they relate to being safe.
How to respond safely and appropriately to adults they may encounter (in all contexts, including online), including those they do and do not know.
KCSIE 2026 para 165 contact: adults posing as children or young adults with the intention to groom or exploit them
How to report abuse, concerns about something seen online or experienced in real life, or feelings of being unsafe or feeling bad about any adult and the vocabulary and confidence needed to do so.
KCSIE 2026 para 160: when and where to seek help
That bullying (including cyberbullying) has a negative and often lasting impact on mental wellbeing and how to seek help for themselves or others.
KCSIE 2026 para 165 conduct: online bullying
Where and how to seek support (including recognising the triggers for seeking support), including who in school they should speak to if they are worried about their own or someone else’s mental wellbeing or ability to control their emotions (including issues arising online).
KCSIE 2026 para 160: when and where to seek help
The different types of bullying (including online bullying), the impact of bullying, the responsibilities of bystanders to report bullying and how and where to get help.
KCSIE 2026 para 165 conduct: online bullying
How stereotypes, in particular stereotypes based on sex, gender reassignment, race, religion, sexual orientation or disability, can cause damage (e.g. how they might normalise non-consensual behaviour or encourage prejudice). Pupils should be equipped to recognise misogyny and other forms of prejudice.
KCSIE 2026 para 160: stereotyping, prejudice and equality; Annex C records further references to misogyny added in 2026
How pornography can negatively influence sexual attitudes and behaviours, including by normalising harmful sexual behaviours and by disempowering some people, especially women, to feel a sense of autonomy over their own body and providing some people with a sense of sexual entitlement to the bodies of others.
Pupils should have an opportunity to discuss how some sub-cultures might influence our understanding of sexual ethics, including the sexual norms endorsed by so-called “involuntary celibates” (incels) or online influencers.
KCSIE 2026 para 160: misogynistic influencers
How to recognise, respect and communicate consent and boundaries in relationships, including in early romantic relationships (in all contexts, including online) and early sexual relationships that might involve kissing or touching. That kindness and care for others requires more than just consent.
KCSIE 2026 para 160: boundaries, consent and kindness in relationships
That there are a range of strategies for identifying, resisting and understanding pressure in relationships from peers or others, including sexual pressure, and how to avoid putting pressure on others.
That sexual harassment includes unsolicited sexual language / attention / touching, taking and/or sharing intimate or sexual images without consent, public sexual harassment, pressuring other people to do sexual things, and upskirting.
KCSIE 2026 para 160: what constitutes sexual harassment and sexual violence and why these are always unacceptable, emphasising that it is never the fault of the person experiencing it
The concepts and laws relating to harms which are exploitative, including sexual exploitation, criminal exploitation and abuse, grooming, and financial exploitation.
KCSIE 2026 para 165 contact: adults posing as children or young adults with the intention to groom or exploit them for sexual, criminal, financial or other purposes
How to seek support for their own worrying or abusive behaviour or for worrying or abusive behaviour they have experienced from others, including information on where to report abuse, and where to seek medical attention when required, for example after an assault.
KCSIE 2026 para 160: how to access support; and when and where to seek help
How to recognise and manage peer influence in relation to risk-taking behaviour and personal safety, including peer influence online and on social media.
KCSIE 2026 para 165 contact: peer-to-peer pressure
The risks and signs that they may be at risk of grooming or exploitation, and how to seek help where there is a concern.
KCSIE 2026 para 165 contact: adults posing as children or young adults with the intention to groom or exploit them
That gambling can lead to serious mental health harms, including anxiety, depression, and suicide, and that some gambling products are more likely to cause these harms than others.
KCSIE 2026 para 165 commerce: risks such as online gambling
foundations at KS1, taught substantively at KS3, applied to persuasion at KS4
taught by name at KS3 as a third shape with its own tell, a claim built so that evidence against it counts as proof of the cover up, and applied at KS4 to the communities that weaponise belief